Logical Consequences

Logical ConsequencesIn the midst of my very hectic first year of school, I was given a rather intimidating assignment from one of my professors at Regis University: I was to construct not just one, but two brochures on the topic of behavior management programs and philosophies. With my hands already full trying to manage two different classes of 43 students and masses of papers to grade on the weekend, you can probably guess that I wasn’t real thrilled with the additional burden of constructing a couple of brochures from scratch.  As I began thumbing through endless web literature on behavior management programs, I found one that made very good sense to me: Logical Consequences by, Rudolf Dreikurs. When raising my own children, I learned some valuable lessons the hard way. As with teaching, there is no substitute for parental experience. I think most of us made the same mistakes early-on in wanting to do everything for our children. When they weren’t doing what they were told we often interrupted their behavior and inflicted some type of punishment which had absolutely nothing to do with the consequences of their own actions. Obviously, there are situations when it would be dangerous to do otherwise and we need to intervene for the physical and/or psychological well-being of the child. I quickly saw, however, that I let many harmless opportunities go by to teach my own kids a valuable lesson by allowing them to experience the consequences of their own actions.
Is it any different in the classroom? As I read the literature by Rudolf Dreikurs, I began reflecting on some of the behavior problems with my two fourth grade classes. When undesirable behavior occurred, who was the one paying the consequences? Clearly, me. In an effort, to right their wrongs, I was the one who was doing all the work. This was not always about correcting wrong behavior, but putting forth the energy to stop it before it even happened. I was constantly raising my voice to get them to line-up, threatening to take privileges away, and expounding countless minutes making sure they didn’t do the wrong thing. I was allowing my own stress and anxiety to be their only consequence. They were only too happy to let me continue carrying-on like a frantic and paranoid rookie while knowing how desperately concerned I was about their own welfare. Why should they worry when I was worrying for them? What was once a burdensome teaching assignment became a blessed learning experience, and a turning point for how I would manage my own class the rest of the year.

 

I designed mLogical Consequences Four Mistaken Goalsy brochure using a tri-fold brochure template in Microsoft Word. I used our Notre Dame school colors and wrote the brochure as if this was going to be send out to all of the parents. One of the important aspects of a teacher carrying out such a behavior philosophy is to engage in completely honest communication and cooperation with the parents. Logical consequences need to be followed both at home and at school. Below are excerpts from my brochure. I’ve attached snip-its of the actual brochure, since the tri-fold format does not lend itself well to a blog format.

 

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First Day of School

First Day of SchoolThe most valuable lesson that I learned from all of my classroom management strategies last year was that none of them are as important as what a teacher does on the first day of school.  This did not come as a surprise to me. As a first year teacher, I was told countless times by numerous, experienced teachers, principals, and trusted family members, that the first day of school is the most critical time for establishing effective Classroom Management. There is even a  very popular book written with the title,  First Days of School, by Harry Wong. While I took this advice seriously, it rings more true to me now than ever. Now that I have had a year to reflect on my effectiveness at managing the behavior of two fourth-grade classes, I can see how my classroom management plan was rather vague, at best. I am not disappointed in myself for a lack of effort or for not taking the message and topic seriously enough. On the contrary, I took all of this information very seriously and did everything possible to put a classroom management plan in place for the first day of school. Now, I can see, only one thing was lacking: experience.  The reason that virtually all first-year teachers struggle to manage behavior effectively is that there is no substitute for experience.  There is nothing wrong with the advice I got as a first year teacher. I simply lacked the experienced vision to design an effective classroom management plan.

My First Day of School

Prior to the first day of school, I was not familiar with the environment of my own work-place. Consequently, I learned the every-day routines, procedures, and transitions right along with my students for the first-time. It is impossible to have a plan in place for the unknown. Most of the advice we new teachers receive doesn’t come in the form of such specific details. As a first-year teacher, I had no idea what questions to even ask of my school and principal. I remember the work and detail I put into classroom management prior to my first day of school. I put together a blueprint for how kids were expected to behave in the hallways, classroom and at lunch. I put together a behavior plan with a golden rule at the very top of the chart that said, Serve God. I explained to the students that serving God is the most important thing we can do each and every day and by following this rule we could do no wrong. Obeying the golden rule includes a lengthy list of do’s and don’ts. Some of the don’ts include, talking while teacher is talking,  talking while another student is talking, blurting-out answers. Some of the do’s are, raising your hand to be called-on, silence in the hallways, addressing the principal and priest politely, and appropriately, and treating other classmates with respect.  I also made it clear that when I raise my hand with five fingers, there needs to be complete silence in the room. While we practiced implementing our golden rule on the first days and week of school, I soon learned that my classroom behavior plan was not nearly specific enough about addressing specific events, situations and circumstances of the typical school day. I came to realize that my own initial expectations fell well short of  reality. The biggest mistake I made, however, was how I allowed kids to enter the room on the very first day of school. Later, as I watched videos of other effective teachers on the first day of school, I began to see a very amusing, if not fitting,  analogy:  A teachers is like the conductor of an orchestra.

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Class Dojo

Class Dojo Behavior Report

Class Dojo Teacher ProfileClass Dojo represents one of my many classroom management experiments used throughout the year that involved the use of technology. As I was looking around for new ways to tame two ornery bunches of fourth graders, I found Class Dojo listed among the numerous iPad apps designed for classroom management. Class Dojo offered me the most unique experiment of all the technology I tried. As a first year teacher, it was often difficult for me to know if my behavior expectations were reasonable or unreasonable. One thing a first-year teacher does not have is the history to judge and compare one class to another. Before I taught my first day of school I did have one piece of information to consider: All of the previous teachers of these fourth graders from 3rd grade down to preschool warned me that they were the most challenging group of kids they have ever instructed.  As one teacher put it, “You picked a tough year to begin teaching.” You might think that this sounded like a death sentence for a brand new teacher, but it really didn’t make any difference to me. In fact, such a warning probably puts a much greater fear into a teacher who has the experience to know what to expect from his/her class. In my naivety, I didn’t know better. I simply figured that what I didn’t know wouldn’t hurt me. Without the experience to compare this to previous classes, Class Dojo, at least gave me a way to compare their behavior internally. Would it be the solution to completely solve all of my classroom behavior issues? No.

To be honest, a highly successful hope of managing my class went out the window with my first day of teaching, but that’s a topic for another time. By the time I got around to signing up for Class Dojo, the most I could hope for was to minimize undesirable behavior by engaging kids and parents to take more of an interest and become more actively involved. Before I explain my own experience with Class Dojo, allow me to explain what this product does.

What is Class Dojo?

Class Dojo AvatarClass Dojo is an online, account-driven classroom management software program for computer, iPad, and iPhone. It is an online system shared by parents, teachers, and students. Class Dojo allowed me to monitor and log the behavior of every single student in both classes and generate reports for parents. Good or bad behavior is monitored on a per-incident basis then allows the teacher to generate cumulative reports over days, weeks, and months. These reports can be shared with students and parents either by printed hand-outs or through logging into the system online. Don’t worry, students and parents cannot see the information of other students and parents. This is the first thing my very astute principal asked me when I asked her permission to use the program. The information on Class Dojo is completely private between each student and parent. What you can do, however, is display the behavior results of the entire class on the projector screen, which is a tactic I used several times to get kids to see how well they were behaving among themselves. Class Dojo is very engaging for elementary-aged students. Each student receives their own cute, animated avatar which they can edit and design on their computers or iPads at home. This was the most exciting part for my own students. As soon as I told them about Class Dojo, they were begging me to get started. Class Dojo is free for everyone who uses it.

Class Dojo
Denver Broncos

How to use Class Dojo

Setting up and Getting Started

A teacher gets started simply by going to the Class Dojo website and signing up with an account. Once the teacher has the account, he/she can begin adding their classrooms full of students into their system. I recommend setting up an imaginary classroom with fictional characters to use as practice for a week before setting up your real class. As you can see by the example above, I chose 20 Denver Broncos football players to use as my own fictional class. My classrooms, which are very into sports, really enjoyed this. The Broncos had lost on the Thursday prior to me demonstrating the Class Dojo program. For fun, we decided to mark down a few players for poor behavior on the field (off-task) based on their performance of the previous day. This felt really good! When the teacher has finished creating their real classroom, they are able to print individual invitation codes that can be emailed or taken home by the students to the parents. In order to participate, the parents need to accept the invitation. Once they accept, they are able to sign-in to the Class Dojo website. I was not surprised that some of my kid’s parents did not choose to sign up. Unfortunately, the parents who are most involved and willing to sign up for these kinds of things are usually the ones with the most, well-behaved kids.  Still, even without parental participation, Class Dojo can be displayed in the classroom to motivate students to work hard and behave. Once students have signed up with their code, they can begin going online to check their behavior status and modify their avatars. Signing up and getting started is the easy part. The challenge with any of these class management products is that they require action from the teacher.

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